Date post: | 21-Jan-2018 |
Category: |
Education |
Upload: | yasuhisa-tamura |
View: | 111 times |
Download: | 0 times |
Transforming Textbooks
for Authentic Learning
Prof. Dr. Yasuhisa Tamura
Sophia University, Japan
IEEE Online Seminar for Beijing Normal University
2015-5-28
1
Self-introduction
• Professor, Dept. Information & Communication Sciences, Sophia
University, Tokyo Japan
• Research areas: Learning technology, e-learning, e-textbooks,
CSCL
• President, JASLA (Japanese Society for Learning Analytics)
• Director, JeLA (Japan e-Learning Association)
• Chair, ICT Connect 21 Technology WG
• Fellow, JEPA (Japan Electronic Publishing Association)
• About e-Textbooks:
– ISO/IEC JTC1/SC36 (e-Learning) e-Textbook Project co-editor
– IDPF/W3C/IMS EDUPUB Project member
– Japanese governmental e-textbook projects (MIC, MEXT) member
2
3
Digital Textbook / e-Textbook
• Digital textbook contents displayed on laptop/
tablet PCs
– Narrow sense: textbook itself
– Broad sense: includes dictionary, reference, notebook
etc.
• Added digital-specific functions
– Automatic judgment of quiz
– Interactive/ multimedia contents
– Accessibility
– Learner activity record and transmission
Range of e-Textbook
4
Textbook
Quiz
Reference
Dictionary
Conventional paper-
based materialse-Textbook
(Broad sense)
Textbook
Quiz
Reference
Dictionary
Manual judgment
and feedbackAutomatic judgment
and feedback
linkage
Resources
on network⇔
Support
tools⇔
Online
Test⇔
Managing
tools⇔
⇔ e-Portfolio
Note Note
5
National Movements
• US
– State-wide experimental deployments
– Funded by private foundations
• Europe
– Some nation-wide experiments: UK, Germany, Spain ...
– CEN eTernity Project 2012-
• Korea
– Started national project 2008, finished nationwide deployment 2014
• China
– e-Schoolbag Project
• Singapore
– FutureSchool@Singapore 2008-, private schools go ahead
• Japan
– Education Computerization Vision 2011, roadmap finishing 2020
• Philippines, Taiwan, India ...
Debate around e-Textbook
• Reasons against
– They need to write when they memorize or solve
problems on math and physics
– It tends to “programmed instruction” without
adaptation to learners
– It lacks human interaction between instructors or
other learners
– Simple quiz formats (multiple-choice and fill-in-the-
blank) will reduce thinking skills
• All of them are correct
-> e-Textbook should overcome these
conventional ways of “education”
6
Transformation of Classrooms
7
• Conventional
– Teacher speaks on a
platform
– Learners focus on a
teacher
• Upcoming
– Learners focus on
their PCs
– Teacher walks around
and assist learning
Organization and Reading Assignments
8
# Topic Reading Assignments
1 Technical Trends of e-Textbook Slide #21
2 Learning Analytics Slide #32
3 21st Century Skills and e-Textbook Slide #43
Not all reading assignments should be read in advance. Select one topic according to your preference.
Topic 1:
Technical Trends of e-Textbook
Formats of Digital Textbooks
• 2000s
– Hundreds of local formats
– Device/ OS dependent
– Proprietary (vendor locked-in), not open format
• 2010s
– Device independent/ open spec
– Reflow: ePub
– Fixed layout: PDF, SVG
– Insufficient to support learning activity options
10
Standardization Projects
11
2013 201420122011
IEEE
CEN
IMS
EDUPUB (IDPF/IMS/W3C)
ISO/IEC JTC1/SC36e-Textbook Project
ICE Project
Actionable Data Book Project
eTernity Project
Busan Moscow Oslo
#2 #3#1 #4 #5
Digital Textbook: What to Standardize
• Target
– Contents data format, metadata format
– Interchange data and protocol
– Common functions
– Functions to support pedagogical options
• Out of range
– Contents of Core Curriculum
– Pedagogical/ learning activity options
– Instructor-dependent teaching skills
12
13
Advantages of Standardization
• Interoperability
– Between contents, reading systems, and OS
– Reduce TCO (Total cost of ownership), BYOD
– Opportunity of EdTech companies entry
• Specify common functions
– Note taking, linkage to outer resources
– Multiple renditions
• Toward export of developed system
– Need compliance with ISO or IEC
EDUPUB
• IDPF+IMS+W3C
• EPUB 3.0 specification based– Allows local way of representation (vertical, ruby)
– Accessibility (including DAISY spec.)
• Textbook specific representation– Multiple renditions = fixed + reflowable layouts
– IDPF: semantics profiles
– W3C: Open Annotation
– IMS Global: QTI (quiz), LTI (interoperability), Caliper (learning analytics)
• A set of open specification– Usable without royalty
14
EDUPUB Workshops
15
# Date/Venue Attn URL, Major topics
1
2013-10-29/30
Boston USA
Pearson
111http://idpf.org/edupub-2013
Kick-off, Scope Arrangement
2
2014-2-12/13
Salt Lake USA
IMS
135
http://www.imsglobal.org/edupub/
Progress Report
Arrangement of To Do
3
2014-6-19/20
Oslo Norway
SC36 Norway
146
http://idpf.org/edupub-europe-2014
EDUPUB Spec v1 Report
Arrangement of To Do
4
2014-9-16/18
Tokyo Japan
IDPF/JAPET/CEC..
100http://www.jepa.or.jp/edupub/
Towards EDUPUB 2014 Spec
5
2015-2-26/27
Phoenix AZ USA
IMS
130?http://www.imsglobal.org/feb2015UofPho
enix.html Implementation Workshop
EDUPUB: Areas of Specifications
16
e-Textbook
EDUPUB Profile
(IDPF)
Semantics for
Teacher’s Guide
(IDPF)Reference
Dictionary
Content Server/LMS(Material/Quiz)
Learning Record
Store
Learning
Analytics Server
Learning Analytics
Data Items (IDPF)
Open Annotation
in EPUB (IDPF)
EPUB Scriptable
Components
(IDPF)
QTI: Quiz
Description
(IMS)
LTI: API for e-
textbook and outer
application (IMS)
Caliper: Learning
Analytics (IMS)
EPUB3
• DAISY
• i16n
EPUB Multiple
Renditions (IDPF)
EDUPUB Specs (IDPF)
• EDUPUB Profile
• Open Annotation in EPUB
• Scriptable Components
• Scriptable Components Packaging and
Integration
• Distributable Objects
• IMS EDUPUB Best Practices
• Issue List
17
IMS LTI and Open Market of Learning
• Learning Tools Interoperability
– http://www.imsglobal.org/lti/
– API to connect textbook to outer applications
18
References
httpd
Multimedia
Contents
httpd
Discussion
Board
httpd
Simulator
httpd
• Keep textbook
lightweight
• New entry of
EdTech companies
IMS Upcoming Spec in 2015
• QTI v2.1, aQTI
– APIP (Authoring & Delivery)
• LTI v2
• Caliper Analytics
• eduERP
– Learning Information Services (LIS)
– Course Planning and Scheduling (CPS)
19
ICT Connect 21
• Alliance organization for digital textbook and
computerization of education in Japan
– Established Feb. 2015
• http://ictconnect21.jp/ (Japanese only)
• Alliance members– Japan Association for Promotion of Educational Technology
– Japan Audio Visual Education Association
– Japan Society of Digital Textbook
– Japan e-Learning Consortium
– Association of Digital Textbook & Teaching
– Japan Open Online Education Promotion Council
– Japan Electronic Publishing Association
– Educational Software Research Center
– E-Learning Award Forum
• Supported by– Ministry of Internal Affairs and Communication
– Ministry of Education, Culture, Sports, Science and Technology
20
Reading Assignments for Topic 1
• Kim, J. H. Y., & Jung, H. Y. (2010). South Korean
digital textbook project. Computers in the
Schools, 27(3-4), 247-265.
• Draft Specifications linked in Slide #17
21
Topic 2: Learning Analytics
- Collection and Analysis of Learning Activity Data -
Learning Analytics
23
Learner
School Server(Campus)
Delivery Server(Publisher)
LMS(Material/Quiz)
LRS (Learning Record Store)
Learning Analytics Server
Collect and transfer various
activity data
School
Individualfeedback
Institutionalresearch
Big Picture of LA
24
Coordination
between contents
and semantics
Business Model
with use of LA
Data analysis (big
data analysis,
statistics)
Data transmission
(xAPI etc.)
Data archive
(LRS)
Client-side data
collection
Evidence-based
feedback
(dashboard, IR)
Inputs and Outcomes of LA
25
InputData Items
Process/Model
Outcomes Goals
MaterialAccess
Prediction
Personalization
Intervention
Visualization
Quiz Answer
Discussion
Achieve-ment
Prior Credits
IndividualLearner Support
InstitutionalResearch
:
Statistics,Big data analysis
Why LA in e-Textbook Topic?
• Vs. Paper-based Learning
– Automatic data collection
• Vs. Web-based Learning
– Higher resolution data in learning activities
– Page flip, resource search, utterance voice ..
26
Resources to learn LA
• International Conferences
– LAK: Learning Analytics and Knowledge
2011, 2012, 2013, 2014, 2015
– EDM: Educational Data Mining
2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015
• Journal of Learning Analytics
• Google groups on learning analytics
• ISO/IEC JTC1/SC36 (Learning Technology) WG8
– To be established June 2015
• Japanese Society for Learning Analytics
– To be established June 2015
27
LA Specifications Currently Proposed
• IMS Caliper: to be published May-June 2015
– 69+23 items
– Related to US Common Core
• EDUPUB LA
– 44 items
– ADL eXperience API based
• Japan MEXT
– 60 items
– Under discussion
28
IMS Caliper Analytics
29
©2013 IMS Global Learning Consortium, Inc. All Rights Reserved 6 of 12
Figure 3 depicts a sample (non-definitive) of the types of Metric Profiles that IMS intends to develop in collaboration
with its member institutions and suppliers.
Figure 3: IMS Metric Profiles - Sample
The IMS Learning Analytics group will leverage and incorporate, into the Caliper Metrics Profiles, ongoing efforts by
various organizations to define metrics and/or desired learning and developmental outcomes for various aspects of the
edu-graph. These include (but are not limited to):
The Predictive Analytics Reporting (PAR) framework’s Data Models as part of IMS Context and Engagement metrics;
Common Core Standards as part of IMS Performance metrics;
CAS standards for student developmental and learning outcomes for higher education as part of IMS Performance
metrics.
Reference:
IMS GLC, Learning
Measurement for Analytics
Whitepaper,
http://goo.gl/5ISNVy
EDUPUB LA: Data Structure
30
EDUPUB LA: Verbs and Objects
31
Reading Assignments for Topic 2
• Shum, S. B., Learning Analytics: Policy Brief,
UNESCO Institute for Information Technologies
in Education
• Shum, S. B. and Ferguson, R., Social Learning
Analytics, Educational Technology & Society,
2012, Vol.15, No,3, pp.3-26.
32
Topic 3:
21st Century Skills and e-Textbook
Labor and Learning in 21st Century 1)
After Industrial Revolution After Information Revolution
Industry
Mass production of uniform
products and services
Unique, original and individual
products and services
Replacement of routine work into computers and robots 2)
Required
Skills for
Workers
Routine work
Uniform skills and knowledge
Uniform time and place
Teamwork
Creative work
Original skills and knowledge
Individual time and place of working
Self management for productivity
Training
and
Education
To be classroom on time
Instruction, teaching
Uniform-paced teaching
Memorization
Simple/objective assessment
Learning anytime, anywhere
Deep learning, active learning
Self-paced learning
Application and deep understanding
Rubric assessment
34
21st Century Skills 3) 4)
• Ways of Thinking– Creativity and innovation
– Critical thinking, problem-solving, decision-making
– Learning to learn/metacognition (knowledge about cognitive processes)
• Ways of Working– Information literacy
– Information and communication technology (ICT) literacy
• Tools for Working– Communication
– Collaboration (teamwork)
• Skills for Living in the World– Citizenship – local and global
– Life and career
– Personal and social responsibility - including cultural awareness and competence
35
Academic Ability: Before vs. After
36
Experiment Investigation Discussion
Knowledge acquisition and direct
output
Adoption and Understanding of knowledge
Forthcoming Roles of e-Textbook
• Platform and Tools for TEAL
– Technology-enabled Active Learning
• Scaffolding Contents of Learning
– Goals, topics and questions to be understood
– Details might be described in outer resources
– Contents may be criticized
• Portal and Dashboard of Learning
– Introduces various entries of learning tools
– Summarize learner’s status and to-do
37
TEAL: Position and Effects
38
Paper-based
IT-based
Active LearningInstruction-based
Learning
E-Learning(LMS)
BYOD TEAL:Technology-enabled
Active Learning
ConventionalClassroomLearning
Presentation/Discussion/De
bateProblem/ ProjectBased
Learning
Collaborative Learning
• Deep Knowledge Acquisition• Self-regulated Learning• Meta-skill Acquisition
• Learning Process Record
• Communication Support
• Automatic/ Semi-automatic intervention
QuestionnaireClicker
Feedback
Digital Textbook
Issues towards Future Learning
• Change of Teaching, Learning and Assessment
– Teaching: from knowledge transfer to skill transfer
– Learning
• From instructor-controlled from individual-paced
• From instructor-focused from screen-focused
– Assessment: from simplified ones to rubric ones
• Needs change instructors’ mindset
– No learner is viewing an instructor at the classroom ..
– From “instructor” to “facilitator” to support learning
39
Eight Net Gen Norms 5)
• Freedom
• Customization
• Scrutiny
• Integrity
• Collaboration
• Entertainment
• Speed
• Innovation
40
Seven Guidelines for Educators 5)
• Don’t throw technology in the classroom hoping that
something good will come out
• Teach less, ask questions, let the students ask questions
and interact
• Encourage students cooperate
• Focus on lifelong learning, not on learning for the
achievement of exams
• Use technology to get familiar with the students and to
adjust the curricula to what they expect
• Develop curricula to fit the new generation
• Rediscover yourself as a teacher
41
References of Topic 3
1) David, H., Levy, F., & Murnane, R. J., The skill content of recent
technological change: an empirical exploration (No. w8337),
National Bureau of Economic Research 2001.
2) Brynjolfsson, E. and McAfee, A., Race Against The Machine: How
the Digital Revolution is Accelerating Innovation, Driving
Productivity, and Irreversibly Transforming Employment and the
Economy, Digital Frontier Press 2011.
3) Binkley, M. et al., Defining Twenty-First Century Skills, Springer
2012.
4) Trilling, B. & Fadel, C., 21st Century Skills: Learning for Life in Our
Times, Jossey-Bass 2012.
5) Tapscott, D., Grown Up Digital: How the Net Generation is
Changing Your World, McGraw-Hill 2008.
42
Reading Assignment for Topic 3
• Jones, C. and Shao, B., The Net Generation and
Digital Natives: Implications for Higher
Education, A literature review commissioned by
the Higher Education Academy, The Open
University 2011.
43